Planning Curriculum
Hand in Hand with
Assessment and
Evaluation
From Curriculum Document to
Course
Big
Ideas
Strands
Overall expectations
Specific expectations
What would it look like…
If a student has a deep level of learning?
They demonstrate KICA
Knowledge and Understanding
Inquiry/Thinking
Communication
Application or Making Connections
(comes from Bloom’s taxonomy)
How will I support students
learning of the curriculum?
Diagnostic
assessment
Lessons & Practice
Learning Goals & Success Criteria
Scaffolding
Assessment with Descriptive
Feedback
How would I measure a
student’s learning?
Evaluations
Varied
methods -triangulation where
possible – to gain reliability
Based on assessment opportunities
With valid instruments
Where strands are discrete
units of study
BTT
1O1
Digital Literacy
Productivity Software
Design Software
Business Communication
Ethics and Issues in Information and
Communication Technology
Where strands are discrete
units of study
SNC
1D1
Science Skills
Biology
Chemistry
Space Science
Electricity
Issues
Timing
of units limited
Do not revisit OE
May need the skills and info from one
unit before another unit
Hard to evaluate more than once to
triangulate or use most recent, most
consistent strategy
Where strands are skills that
continue throughout
E.g
English 1D1
Oral communication
Reading and Literature Studies
Writing
Media studies
Where strands are skills
AVI
1O1
Creating and presenting
Reflecting, responding, & analyzing
Foundations
Course
Issues
not usually delivered in the order
of the skill strands since they are not
mutually exclusive
Develop another structure of units to
deliver curriculum
Evaluate each OE several times across the
course leading to more reliable
triangulation, and most recent, most
consistent in grade determination
Board direction…
That
overall expectations be
evaluated and student performance
be tracked in each
Grades be determined in each OE
based on triangulation of achievement
of multiple examples of evidence and
used to determine 70%
On the way there…
Use
and weight strands based on…
Relative
amount of time that will be spent on
the strand
Importance of the material in the strand to
the Big Ideas
Can be equal or not
Can be re-adjusted if in reality you do not
finish
Tracking Evidence by Strand
Still
accountable for ensuring that all
OE have been evaluated
Use professional judgement of
evidence within the strand to
determine 70%
Track Evidence by OE
Could have 9-18 categories
Identify sections of evaluations
that apply
to each OE
Ensure multiple measurements of each OE
Make each measurement equal weighting
(convert levels or make each measurement
out of the same amount)
Use professional judgement; most recent,
most consistent within each OE